1

The Extent of Generational Stereotypes and its Perceived

Impact on Generation Z Workers’ Self-Esteem in
Brgy. Fatima General Santos City

Republic of the Philippines

Mindanao State University- General Santos City

Senior High School Program

A.Y. 2023-2024

JULIANE NICOLE M. ESTRELLA

PRINCE ANGELO P. DIAZ

KING IVAN P. GALLEGOS

JESSA MAE MASUNONG

JESSA LEAH NACIONAL

HAZEL JANE C. LOPEZ

ORIOL MARQ A. DISO

JOWAIRIAH BASHER

MADZREA I. KABE

AISA P. TIGAO

NOVEMBER 2023
Chapter I

THE PROBLEM AND ITS SETTING

In this chapter, the background of the study, problem statement, hypothesis,

scope and delimitation, significance of the study, and definition of terms are discussed.

Background of the Study

A generation is a cohort of individuals born within a specific timeframe, each exhibiting

distinct values and priorities. The Silent Generation (1925-1945) places importance on

security and personal connections, leading marketing strategies to focus on

trustworthiness. Baby Boomers (1946-1964) prioritize family and brand loyalty, making

convenience a key aspect of marketing. Generation X (1965-1980) values authenticity

and efficiency, responding well to practical marketing approaches. Millennials

(1981-1996) emphasize experiences, sustainability, and social responsibility, with

effective strategies involving social media and ethical business practices. Generation Z

(1997-2012) is characterized by tech-savviness and social consciousness, incorporating

video content and inclusivity in marketing. Generation Alpha (2013-2025) exhibits early

preferences for online content and places importance on educational value.

Generational stereotypes, as highlighted by Johnston (2023), involve making

assumptions about individuals based on their birth period. These stereotypes can lead to

confusion, bias, and conflicts in the professional environment. Resolving these

stereotypes is crucial to avoid negative impacts on interpersonal relationships,

communication channels, collaborative efforts, productivity, and turnover rates.

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In workplaces with intergenerational diversity, conflicts may arise from differing attitudes

and values, resulting in stereotypes. Older employees might see younger counterparts

as lazy, while younger individuals may perceive older colleagues as resistant to

innovation. Variances in work styles, influenced by technology and education,

underscore the need to understand these differences. The technology gap, diverse

definitions of success, and distinct educational backgrounds contribute to the

complexities of workplace dynamics. Acknowledging and navigating these differences

are essential for fostering a harmonious and productive environment in a

multigenerational workforce (Knowledge City, 2023).

Statement of The Problem

The purpose of this study is to determine the extent of Generational Stereotypes

experienced by Generation Z workers and how they perceive its impact on their

self-esteem.

In particular, it aims to answer the following questions:

1. What is the extent of Generational Stereotypes experienced by the Generation Z

workers?

2. What is the level of perceived impact of Generational Stereotypes toward the

self-esteem of Generation Z workers in terms of:

2.1 Confidence

2.2 Self-Image

2.3 Social Integration

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3. Is there a significant relationship between the extent of Generational Stereotypes

and the level of perceived impact toward the self-esteem of Generation Z

workers?

Hypotheses of the Study

1. There is no significant relationship between the extent of Generational

Stereotypes and the level of perceived impact towards the self-esteem of

Generation Z.

Scope and Delimitations

This study will focus on assessing the effects of Generational Stereotyping on the

Self-esteem of Generation Z among Workers in General Santos City aged 22-26 years

old, both Male and Female, who will represent the population. The results of this study

will only apply to its respondents, workers aged 22-26 years old, and will not be used as

a measure to evaluate The extent of Generational Stereotypes and its perceived impact

on Generation Z’s Self-Esteem in the Workplace who do not belong to the population of

this study. The main source of data will be through a questionnaire prepared by the

researchers.

Significance of the Study

The findings of this study will significantly contribute to society, workers, and

management by understanding the effect of Generational Stereotypes on the

Self-Esteem of Young Adults in the Workplace.

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Students. It will enable the development of the following skills in the students:

teamwork, communication, punctuality, productivity, initiative, proactivity, judgment,

decision-making, dependability, attitude, and professionalism. The fact that it will also

help them assess and enhance their knowledge about Generational Stereotypes

School Administrators. It will aid them in developing the most appropriate

psychological programs and guidelines to help students determine the underlying factors

that affect Generation Z’s Self-esteem in the Workplace.

Young Adults. This study can offer young individuals the knowledge and

resources they need to advocate for themselves in the workplace. The study findings

will help young individuals acquire confidence in their talents, overcome self-doubt, and

deal with preconceptions that may hinder workplace success.

Policymakers. Policymakers may establish equitable and uplifting work

environments by investigating the influence of generational stereotypes on self-esteem.

This study can help establish workplace rules and regulations aimed at fostering equality

and equity for all generations, including Generation Z.

Future Researchers. This study will be a useful reference for future researchers

who would plan to conduct a study on this topic, namely the relationship between

generational stereotypes and self-esteem not only towards those in the workplace.

Definition of Terms

For further understanding of the reader, the following terms are defined

conceptually and operationally:

Generational Stereotypes are assumptions made by individuals about others

based on the era in which they were born. These are the specific kinds of stereotypes

that are aimed towards the respondents of the study, whether positive or negative.
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Generation Z is a term used to describe the age demographic of individuals born

during the late 1990s to the early 2000s. Usually, those born from the year 1997 to 2012.

It is the age demographic that the respondents of the study belong to.

Self-esteem refers to a person's overall sense of his or her value or worth as a

person. It is the way by which the respondents value themselves as a person.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature, related studies, theoretical, and

conceptual framework.

Review of Related Literature

Generation Z

Sladek and Grabinger (2014) define Generation Z as people born between 1996

and 2009. They are noted for being digitally literate and have been shaped by the crises

that have occurred throughout their birth years: school shootings, climate change,

terrorism, etc. Despite having witnessed these events over their existence, which has

caused them to become cautious and practical, they are also realists who are fiscally

careful, globally minded, and, unfortunately, lacking in work experience.

Both Generation Z and Millennials are concerned with discovering or creating

meaning, contributing to the world, valuing education, accepting cultural diversity, and

wanting individualized experiences. However, Generation Z separates itself by having

higher expectations for validation, exhibiting greater independence and entrepreneurial

spirit, stressing good communication, being more competitive, and emphasizing security

and career/financial aspirations. In the workplace, Generation Z distinguishes out for

their exceptional digital proficiency, devotion, and goal-oriented approach. Business

leaders looking to recruit and retain Generation Z employees should recognize their

unique needs and preferences, such as a preference for millennial-aged managers and

a strong emphasis on achieving a balanced work-life experience to combat burnout,

which 38% consider a critical factor when choosing an employer. (Western Governors

University, 2021)
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According to research findings reported in an article by Anna Dolot (2018),

despite the general youth of persons in Generation Z, they are already professionally

active. As a result, their lifestyle choices become more independent and mature, with a

strong emphasis on efficiency in carrying out their task and being wary of external

circumstances that may interrupt their productivity. Furthermore, the findings show that,

in addition to being professionally active, Generation Z expects frequent feedback as a

result of their exposure to social media.

Generation Z (Gen Z), born after 1996, is emerging as a potent political force in

the United States. With around 24 million eligible voters in 2023, their influence is

growing. While facing unique challenges like the COVID-19 pandemic, they share

similarities with Millennials, being progressive, pro-government, and climate-conscious.

Generation Z is notably diverse, with just over half being non-Hispanic white.

They're on track to be the most educated generation, with many attending college. Gene

Zers are less likely to be employed during their teens, and they share similar political

preferences with Millennials, leaning toward the Democratic Party.

They stand out for accepting societal changes, including LGBTQ+ rights and

interracial marriage. Generation Z is also more comfortable with gender-neutral

pronouns and believes in a more active government role. As they continue to enter the

political arena, Generation Z's distinct perspectives will shape the nation's future.

One of the major demographic phenomena registered in the present times is

represented by the aging of the Romanian population and, consequently, of the

workforce, this issue has several implications for human resource management in

organizations. As Generation Z prepares to enter the labor market, managers will be

facing a set of generational differences between their employees. As a result, the paper

presents the characteristics of Generation Z, as highlighted by recent studies. Moreover,

the paper presents the results of a survey based on a questionnaire addressed to

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university students, and members of Generation Z. The results of the study highlight

Generation Z's perception of the ideal workplace and working conditions, the main

priorities in selecting a job and its career expectations and aspirations. The implications

of the study, as well as future research directions, are discussed.

No other generation in history has received as much coverage as the Millennial

generation. Books, Google searches, blogs, and news articles are everywhere about

them. Yet, Generation Z comprises our youth and young adults today and has received

very little attention comparatively. Those in Generation Z are among our youngest

consumers, students, colleagues, constituents, voters, and neighbors. Being able to

better understand who they are and how they see the world can be helpful in effectively

working with, teaching, supervising, and leading them. Generation Z: A Century in the

Making offers insight into nearly every aspect of the lives of those in Generation Z,

including a focus on their career aspirations, religious beliefs, and practices,

entertainment and hobbies, social concerns, relationships with friends and family, health

and wellness, money management, civic engagement, communication styles, political

ideologies, technology use, and educational preferences. Drawing from an

unprecedented number of studies with higher education research institutions, market

research firms such as Pew and Census, other generational researchers, and industry

leaders, this is the authoritative defining work on Generation Z that market researchers,

consumer behavior specialists, and employers sorely need–and it is a fascinating read

for anyone interested in the sociology of generations.

As we’ve examined in past work, generational cohorts give researchers a tool to

analyze changes in views over time. They can provide a way to understand how different

formative experiences (such as world events and technological, economic, and social

shifts) interact with the life cycle and aging process to shape people’s views of the world.

While younger and older adults may differ in their views at a given moment, generational
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cohorts allow researchers to examine how today’s older adults felt about a given issue

when they were young, as well as to describe how the trajectory of views might differ

across generations.

Self-esteem

Self-esteem primarily refers to one's perception of or opinion of oneself. Our own

thoughts, experiences, relationships with others, socioeconomic standing, religion, etc.

normally shape it. Self-esteem is crucial since it has a serious impact on a person. Low

self-esteem can have a severe impact on one's physical and mental health. Some

examples of these impacts include keeping someone isolated, preventing them from

exploring outside of their comfort zone, developing anxiety or depression, increasing the

risk of self-harm, and being unable to speak up for oneself (Perry, 2022).

In general, two stimulators can impact one’s self-esteem: The Internal stimulator,

such as genetics, personality traits, emotions and feelings, etc. There is also the

external, which includes social relationships: family and friends, career, events and

situations, etc. (Mogonea, et al. 2014). The impacts of these simulators may lean on the

positive or negative results of an individual. However, the effects on the individual can

vary among the type of people or the social groups they are in society.

According to Mft (2019), when we have healthy self-esteem, we are resilient and

optimistic about life. When our self-esteem is positive, we have self-confidence and

self-respect. We are satisfied with who we are and our competence. Self-esteem is what

we think of ourselves. It is largely stable and enduring, though it can be unsteady.

Self-esteem has a significant impact on events in our lives, such as our relationships, our

work and goals, and how we care for ourselves and our children. It affects not only what

we think, but also how we feel and behave.

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Confidence

The Latin term fidere, which means "to trust," is where the word "confidence"

originates. Being confident is having faith in oneself. Your ability to handle challenging

circumstances, attempt new things, and enjoy life is derived from having confidence. Not

everyone is born with confidence. It is neither a behavior nor a talent. It's a mindset.

Anybody may develop their confidence. Through practice, everyone may learn how to

become more confident in themselves. Confidence is influenced by our social, mental,

and physical health. (Emminizer, 2019)

According to Sociometer theory (Leary and Downs, 1995), a person's sense of

relational value and social acceptance can be measured psychologically through their

sense of self-worth. Sociometer theory is distinct from most other explanations of

self-esteem in that it proposes that people are not driven to achieve self-esteem for its

own sake and instead view self-esteem as the result of a system that monitors and

reacts to interpersonal acceptance and rejection. According to the idea, people's true

intentions are typically to safeguard and improve their relationship value, which raises

the possibility of interpersonal acceptance, when they take actions that seem to be

meant to defend or boost their self-esteem, and when individuals perceive that they are

socially accepted and valued, their confidence increases, contributing to higher

self-esteem.

The links between self-efficacy, self-confidence, and self-esteem are examined in

a 2019 study by Jaafar et al. that expands on a theoretical model of psychological

empowerment. The model is tested using partial-least squares based structural equation

modeling on a sample of 383 Malaysian undergraduates enrolled in Work Integrated

Learning (WIL) programs across five public universities. According to the findings, there

is a positive and substantial correlation between self-efficacy and self-esteem and

self-confidence. Additionally, the association between self-efficacy and self-confidence is

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confirmed to be moderated by self-esteem, according to this study. Additionally, the

study's findings shed light on how WIL programs affect the psychological characteristics

of undergraduates. As the report points out, these findings have consequences for WIL

stakeholders.

Self-image

Perception of one's own mental and physical characteristics is known as

self-image; some common aspects of the self-image that a person always perceives

include intelligence, talents and qualities, personality, and appearance. Self-image is

bound to how one treats oneself, self-esteem, and mental health. Various factors shape

and affect an individual's self-image, including one's own experiences, societal norms,

environment, friends, family, traditions, and one's culture. A negative self-image could

potentially damage one's relationships as it can influence decision-making, behavior,

mental thinking, and overall well-being. On the other hand, a positive self-image could

help an individual lead to better outcomes such as high self-confidence, successful

relationships among peers in work or school, healthy mental health, and better

self-esteem (Schultz, n.d).

Charles Cooley first used the term "looking-glass self" in 1902 to describe how a

person's social identity or self-worth is based on how they appear to other people.

People's self-concepts and self-images are formed as a result of how they perceive and

internalize the opinions and assessments of others about them (Chandler and Munday,

2011). The notion that an individual can define themselves within the framework of their

socialization serves as the foundation for this. Sociologists have long held that persons

may have no basic self at all or a self-image that is shaped by their interactions with

others. (Nickerson, 2022)

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In a study by Hulme, Hirsch, & Stopa (2012), they stated that a key component in

the persistence of social anxiety disorder is a negative self-image. In their proposal,

these pictures stand in for the functioning self in a self-memory system that controls the

recall of knowledge pertinent to oneself under specific circumstances. Implicit

(automatic) and explicit (conscious) components make up self-esteem, one facet of the

working self. In socially anxious people, implicit self-esteem is a reflection of a lessened

automatic positive evaluative bias towards the self. In contrast, regardless of social

anxiety group, individuals with a negative self-image in their minds reported higher

explicit negative self-esteem and lower implicit and explicit positive self-esteem. Next,

they investigated whether playing a virtual game of ball toss (Cyberball) could shield

people with high and low levels of social anxiety from social exclusion's danger to their

explicit self-esteem, given that both groups had good self-images. The expected

relationship between social anxiety and image condition was not seen. Rather than the

opposite, following Cyberball, all participants with positive self-images reported higher

levels of explicit self-esteem than participants with negative self-images. While

purposeful retrieval of negative self-images has the opposite effect, deliberate retrieval of

good self-images appears to make it easier to access a healthy positive implicit bias and

boost explicit self-esteem. This supports the theory that low self-esteem may contribute

to social anxiety disorder both directly and indirectly.

Social Integration

A multifaceted concept, social integration is the degree to which people engage

in a range of social interactions, such as social interactions or connections, a sense of

communality, and identification with one's social roles (Lunstad and Uchino, 2015).
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According to Stokes (2019), Throughout life, social relationships can impact

one's overall well-being. Conversely, unfavorable encounters like regular discrimination

can be psychosocial stressors, especially for neurotic people. Integration into one's

group can be a source of social support. Still, the significance of social connectivity might

differ depending on the age group. Older persons may also be more vulnerable to social

isolation, even when they reduce their social networks in later life to maximize their

mental well-being. According to his research, social connections have an impact on

wellbeing at every stage of life, but they might become even more significant as people

age. In particular, elderly and neurotic persons who do not integrate well into their

community may suffer from poor self-esteem.

Generational Stereotype

Throughout history, individuals have naturally formed connections with those of

similar ages who share common life experiences. However, the concept of generational

labels gained prominence through the efforts of marketers and researchers. These

labels were introduced as a means to amalgamate demographic and psychographic

information into clearly defined groups. Generations were typically characterized by a

specific 20-year timeframe and marked by a significant event that played a defining role

in shaping the collective identity of its members. This is quite distinct from the previous

Millennial generation, who were more likely to value the importance of collaboration and

collective identity. Generation Z individuals have a distinctive perspective on self-identity

compared to their generational associates (Kutlák, 2021).

The newest generational cohort to enter the public eye is Generation Z, often

known as Generation Z, and it is only now that it is finding its voice. The people who

belong to this generation were born between 1997 and 2012 and are frequently

stereotyped as idealistic, sensitive, and self-centered (Dimock, 2019; International

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Congress of Youth Voices, 2018). However, Generation Z is the only generation to get

such titles. While Generation Y, or Millennials, those born between 1981 and 1996, are

regarded as entitled and lazy, Baby Boomers, or those born between 1946 and 1964,

are frequently seen as elderly, conservative, and self-centered (Dimock; Kuster, 2018).

One may argue that labels have made it easier for people to take advantage to

overlook people who belong to various age groups and to put generations against one

another. The recent use of the term "OK Boomer" by Generation Z provides an obvious

instance of this (Lorenz, 2020). This statement, which has its origins in TikTok, has

spread among members of Generation Z as a common way to criticize people from

previous generations who seem disconnected from or out of step with their modern

approaches. This sort of behavior demonstrates an early stage of generational tension,

which has the potential to escalate into heightened societal inconvenience and a dispute

between members of these two age groups.

Review of Related Studies

Despite academic research indicating minimal generational differences, our

series of studies reveals the persistence of generational stereotypes. In our findings,

Millennials portray themselves in a positive light, yet older generations tend to describe

them more negatively. These stereotypes are not confined to personal perceptions but

also extend to the workplace. For instance, individuals from older generations often

believe that Millennials require training in fundamental skills like professionalism,

face-to-face communication, and proper phone and email etiquette. Qualitative data

further captures the frustration felt by Millennials who perceive themselves as unfairly

labeled as unprofessional and lacking motivation. This highlights a disjunction between

academic findings and real-world perceptions, emphasizing the need to address and

challenge enduring generational stereotypes.(Purnova et al., 2017)

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The Social Identity Theory (SIT), developed by Henri Tajfel and John Turner, is

used in research to comprehend generational labeling and how it affects a person's

values (Dixon, T. 2021). According to Tajfel and Turner's SIT, a generation may be seen

as an in-group, and when one generation is dominant in a society, in-group/out-group

prejudicial views may arise, leading one generation to have an unfavorable opinion of

succeeding generations (Riggio & Saggi, 2015). As a result, stereotypes about these

younger generations may portray them as inattentive, uninspired, or disloyal. The fact

that most literature published by older generations, like Baby Boomers, tends to focus on

the behaviors of younger generations, like Generation X or Millennials, is another

example of how this concept is put into practice.

The term "stereotype threat" was coined in 1995 by social scientists Claude

Steele and Joshua Aronson. In essence, stereotype threat occurs when people are

afraid of living up to a negative stereotype about their group. In response to their dread,

individuals engage in disengaging and self-defeating actions, which ironically cause

them to conform to the feared stereotype.

People's behavior is impacted by stereotyping in the following ways: Reduced

Effort, where people don't prepare for scenarios and events to give themselves an out;

Disengaging, where people frequently try to "disengage" or detach themselves from a

field or area of expertise where they aren't proficient; and Change in Aspirations, where

people tend to steer away from their goals due to a stereotype. (Stroessner & Good,

2011).

Failure to recognize generations stereotypes in the workplace can result in

negative outcomes such as intergenerational workplace conflict, misunderstandings and

miscommunication, poor working relationships, lower employee productivity, poorer

employee well-being. (Adams, 2000; Bradford, 1993; Dittman, 2005; Fyock, 1990;
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Jurkiewicz, 2000; Kupperschmidt, 2000; Smola & Sutton, 2002; Westerman &

Yamamura, 2007; Yu & Miller, 2003).

Generational stereotypes in the workplace can cause mistrust, communication

problems, and a lack of connection between multigenerational employees. Stereotyping

places more emphasis on differences than on similarities, which breeds mistrust and

obstructs dialogue. It's crucial to cultivate a generational awareness and enhance

communication skills to adjust to these variances. Employers may gain a lot from

multigenerational employees' varied backgrounds in experience and problem-solving

abilities. Employing people with the required talents and an understanding of the tasks,

objectives, and problems is essential for success.

Employees with experience are essential to a company's success since they

have received various training that affects their performance individually. Insincerity,

consistency, and professional skill development are all indicators of employee

happiness, which in turn affects an organization's performance. According to (Burgess,

2012), the perception and usage of stereotypical terminology is the first step in

generational stereotyping. Using a collective classification system, a group of persons

from the same generation was found. As well as being judged according to preexisting

notions about their professional performance attributes, such as "Generation X members

lack loyalty" and "Baby Boomers refuse to change.”

Although sociologists have been interested in generational issues and

differences at the national and societal levels for decades (Mannheim, 1952), only over

the last two decades have scholars shown an increasing interest in the implications of

generational differences for managing people at work (Parry & Urwin, 2010). Increased

attention to generational issues in the workplace may be due, in part, to the fact that

members of several generations now work alongside one another as a consequence of

the global aging of societies, and older workers postponing retirement (Adler & Hilber,
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2009; Shore, Chung- Herrera, Dean, Holcombe Ehrhart, Jung, Randel & Singh, 2009).

As a result, practitioners are increasingly heralding the importance of generational

differences in the workplace and the need to understand how to manage these

differences (Armour, 2005; Chao, 2005; Francis-Smith, 2004; Howe & Strauss, 1991,

1993, 2000; Tulgan, 1995, 2009).

While generational differences allow workers to learn from one another and

contribute to a better quality of work, they can also lead to conflicts related to perceived

and actual differences in work ethics, views on authority, and differences in values

regarding change (SHRM, 2004). Moreover, practitioners and academics suggest that

generational differences may have. implications for a variety of organizational and

management functions including recruitment (Charrier, 2000), training and development

(Berl, 2006; Tulgan, 1995), career development (McDonald & Hite, 2008), reward

systems, work arrangements (Carlson, 2004; Filipczak, 1994), and workplace conflicts

(Losyk, 1997; Tulgan, 1995).

Academic research has tended to focus on actual differences between

generations with little attention paid to perceived differences. The practitioner literature

suggests that generational perceptions and stereotypes may help us understand

generational differences and conflict in the workplace, but provides limited empirical

evidence that this is the case (Appelbaum, Serena & Shapiro, 2005). While actual

differences are important, so too are perceived differences based on stereotypes.

Stereotypes are important because they can influence organizational decision-makers'

perceptions and judgments and therefore have consequences for employees'

work-related outcomes (Fiske, Bersoff, Borgida, Deaux, & Heilman, 1991; Kulik &

Bainbridge, 2006). Moreover, stereotypes can also affect the attitudes and behaviors of

those to whom these stereotypes might apply.

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Stereotype threat, the fear of being judged and treated according to negative

stereotypes about members of an individual's group, can have negative effects on

employees' feelings, behaviors, and work performance (Roberson & Kulik, 2007).

Therefore, it is important to determine whether there is any empirical basis for

generational stereotypes and if so, what types of information they provide beyond that

derived from age stereotypes.

The purpose of the current study was to determine whether individuals possess

generational stereotypes. While a significant body of research has studied age

stereotypes (Posthuma & Campion, 2009), to date, limited empirical research has

examined whether there is evidence for the existence of generational stereotypes that

are distinct from age stereotypes. Although there is some variation in the exact definition

and birth year ranges used to describe different generations, they are generally grouped

into four distinct cohorts: Veterans, Baby Boomers, Generation X, and

Generation-Y/Millennials (Parry & Urwin, 2010). This chapter focuses on stereotypes

related to the latter three generations because these generations are the most active in

the workforce today.

Despite the popularity of utilizing the academic community of the significance of

generational diversity and its consequences, the associated research findings are

incomplete and the methodology for investigating the matter wishes improvement. Our

paper is primarily based on the social identification attitude, which holds that people

perceive themselves inside the groups they belong to and the way those corporations

interact with others. We implemented the cognitive mapping method (repertory grid

method, mixed techniques) to tap into the minds of Belgian managers of three

generations (Baby Boomers, Generation X, and Generation Y) and have a look at how

they perceive themselves and different generations. Our research demonstrates how

perceptions of 1's personal and different generations may additionally cause social
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categorization and generational stereotypes of the in-institution and out-institution(s),

several of which can be enacted. Additionally, generational stereotypes do not

necessarily coincide with age-based total stereotypes and several metapatterns in the

stereotypes have been discovered. As such, we have made significant contributions to

the rising area of research that advocates for an identity-primarily based approach in

preference to a cohort-primarily based method to have a look at generations within the

place of work and have verified the legitimacy of the phenomenon of generations as a

workplace phenomenon that should be considered valid.

Insights into generations as social classes shed mild on the richer view of the

interrelationships among generations in multigenerational work conditions. As more and

more individuals of various ages work collectively in companies, the importance of their

club in a particular technology (together with Baby Boomers, Generation X, or

Generation Y) is probable to gain vast significance in shaping their identification. This

phenomenon is typically called "generational identity" and refers to a person's

recognition of their membership in a selected technology and the importance of this

institution to their character identity.

This study examines an argument concerning the origins and outcomes of

reverse ageism. Specifically, the research posits that the emphasis on generational

distinctions contributes to the legitimization of reverse-ageist ideologies. The study aims

to evaluate the idea that such ideologies lead to discriminatory behaviors directed at

young professionals in the nonprofit sector. A survey was conducted with 282

participants from the Millennial, Generation X, and Baby Boomer cohorts employed in

nonprofit and human services. The participants engaged in a Generational Stereotypes

Index, assessed the work skills of young professionals, and provided instances of

reverse age discrimination. The findings reveal that, in comparison to Millennials,

individuals from older generations (Boomers and Xers) hold more stereotypical views of
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"the typical young professional." Additionally, these stereotypical perceptions are linked

to older employees' beliefs that young professionals lack essential work skills. The study

underscores how discussions about generational differences, initially considered

innocuous, can evolve into a significant issue—namely, the experience of reverse age

discrimination by today's young employees, the Millennials. (Raymer, M., Reed, M.,

Spiegel, M., & Purvanova, R. K. 2017)

Over the last three decades, the American workforce has become more diverse

in terms of generations, prompting both library administrators and academic librarians to

navigate the complexities arising in a multigenerational workplace. While extensive

scholarly research has explored generational differences, much of it assumes that

individuals adhere to or believe in generational stereotypes. In this exploratory study, a

hybrid experience-perception survey was employed to investigate the role of

generational stereotypes on academic librarians and how these stereotypes influence

the academic library workforce. Although participants were found to hold few specific

generational stereotypes, the perceptions of such stereotypes significantly impact

interactions among academic librarians. This discovery implies that, irrespective of their

accuracy, the influence of generational stereotypes cannot be dismissed in academic

library workplaces. While individuals from five distinct generational groups are presently

involved in the academic library profession, our research specifically concentrated on the

three predominant generations: Baby Boomers, Generation X, and Millennials.Hayes,

Parks, McNeilly, and Johnson (2018)

According to Karl Mannheim, a generation is defined by involvement in the same

events.. These incidents are the origin of significant concepts that have been ingrained

in people's minds as the "natural" way that the world functions. Consequently, a natural

picture of the world is created that serves as a guide for others, serves as the foundation

for understanding later occurrences, and serves as the code for understanding all that
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occurs. Studies on the differences between generations have been conducted; Twenge

and Campbell (2008), for instance, demonstrate that generation Y (Gen Y) has greater

levels of anxiety, narcissism, and self-esteem.

However, other research indicates that there are almost no generational

differences (Hart et al., 2003). Korn (2010) comes to the conclusion that generational

differences are not particularly relevant at the organizational level. It is noteworthy to

emphasize that the study of the effects of generational identity variations on the

workplace is one area where this trend is most noticeable. There has been a slow but

steady increase and deepening in the consequences of work values, motivation, and

other variables related to workplace performance since the early studies focused on the

concept of generational identity itself (Dencker et al., 2008; Joshi et al., 2010). (Twenge

et al., 2010; Sakdiyakorn and Wattanacharoensil, 2017). While generational variety is

necessary to deal with instability and unpredictability, it may also make people

management more difficult (Amayah and Gedro, 2014). Having a deeper comprehension

of this generational divide would be beneficial for politics and HR procedures.

(Sobrino-De Toro et al., 2019)

Because people from different generations are interacting in the workplace,

age-based categorization can be more detrimental to it now than it was in the past. It is

not necessary for one generation to understand or even embrace the ideals of another.

Just recognizing and accepting the differences in values can lead to harmony and

productivity (Stauffer, 2003., Paniale, L. 2013).

Widespread acceptance of primarily unfavorable generational stereotypes

frequently prevents discussions of legitimate generational differences. Because they

facilitate speedy decision-making and information processing, stereotypes are naturally

formed and have been advantageous to humans throughout evolution (Fiske 1998;

Macrae & Bodenhausen 2000). Nonetheless, research works like Devine (1989), Madon
23

et al. (2001), Fiske (1998), and Fiske, Cuddy, Glick, & Xu. (2002) contend that

stereotypes are not set and are, at the very least, influenced by a variety of social

circumstances. Although preconceptions are subject to change, it is a normal process of

understanding the world we live in.

Age and generational stereotypes are particularly prevalent since it is very simple

to determine someone else's age (as opposed to their sexual orientation, political beliefs,

etc.) (Fiske, 1998). Stereotypes are dangerous because they can lead to prejudiced

attitudes that can have a negative impact on intercommunication practices, creating a

common vision and goals, and policy development in the workplace (Fiske & Lee, 2008;

Stanton, 2017; Heilman, 2012).

Generational stereotypes are similar to other stereotypes in this regard. An

individual's identity consists of several qualities, one of which is their generational

affiliation. Like any other component of identity, it has its share of traps, sensitive spots,

and preconceptions that can cause friction between people. This is particularly true if

assumptions are made about the adherence to and belief in particular stereotypes by

others. But generational affiliation is an integral part of a person's identity and cannot be

disregarded, since this would reduce a potential source of conflict in the workplace,

particularly if others there do hold these specific prejudices to be true. (Parks, C. 2018).

Over the past few decades, the workplace has become increasingly diverse,

raising worries about how interactions between and among persons may affect

employees, human resource management, and the organization as a whole. Employees

from different age groups—also referred to as generational cohorts—such as Generation

Z are present in the workplace. Each generation is distinguished by its own set of values,

traits, personalities, and features. It is natural that there would be generational variances

amongst the many generations working side by side. Generational stereotypes may

arise as a result of these disparities in generations among the personnel. Stereotypes

24

concerning particular traits and attributes of a generational group are characterized as

false and unsubstantiated assumptions. Stereotypes may have an effect on workers'

creativity, productivity, and self-esteem. Employees who are aware of the negative

perceptions about them may behave and perform worse because they think the

stereotypes are accurate. (Fouché, J. 2021).

There have always been distinctions between generations in society, and these

differences are mostly due to the experiences that people have had at different ages and

decades. The current state of affairs is somewhat similar; the primary justification for

noting at one another as a result of generational conflicts and the social and

environmental issues that arise from various experiences. But since the advent of digital

technologies, it has become commonplace to classify individuals by age using letters (X,

Y, Z, alpha). These letters serve, in addition to typical behavioral traits and value

systems, to indicate a member of a given generation's life stage during which they

initially encountered digital devices, and consequently, what level of proficiency and

attitude they might have. (McCrindle Wolfinger, 2010; Szabo, C., & Maczo, E. 2021).
25

Theoretical Framework

Figure 1. Theoretical Framework

Figure 1 presents the theoretical framework of the research. The supporting

theories that explain the level of perceived impact of Generational Stereotypes towards

the self-esteem of Generation Z in terms of their confidence, self-image, and social

integration are the Social Identity Theory and Stereotype Threat Theory.Social Identity

Theory was introduced by the British social psychologist Henri Tajfel during the 1970s.

The theory suggests that people categorize themselves and others into social groups,

influencing their perceptions, attitudes, and behaviors. Stereotype Threat Theory was

Introduced by psychologists Claude Steele and Joshua Aronson, stereotype threat is the

phenomenon where individuals, aware of negative stereotypes associated with their

social group, experience anxiety about confirming these stereotypes. This heightened

awareness can adversely affect their performance, creating a self-fulfilling prophecy,

particularly in academic or performance-related contexts.

26

Conceptual Framework

Figure 2. Conceptual Framework

This figure shows the conceptual model that will be used by the researchers to

evaluate the level of perceived impact on the self-esteem of Generation Z with the

ongoing generational stereotypes as the independent or predictor variable. The

researchers will utilize the PC model to determine whether there will be a significant

relationship between Generation Z's perceived impact on their self-esteem and the

generational stereotypes that they experience. Furthermore, this model will help the

researchers to discover to what extent the predictor variable, generational stereotypes,

will affect the dependent or criterion variable, the self-esteem of Generation Z, through

its components, which are Confidence, Self-Image, and Social Integration.

CHAPTER III

METHODOLOGY

This chapter presents the research location and duration, design, procedures,

materials and instrumentation, and statistical tools that will be used in the conduction of

the study.

Research Locale and Duration

The study will be conducted in Barangay Fatima, General Santos City, 9500, in the

province of South Cotabato, Philippines, and has a duration of the 1st semester of the

academic year 2023-2024.

Figure 3. Research Location (General Santos City)

Research Design

The study will employ a Quantitative research approach and use a questionnaire

as its data collection tool.

A quantitative-correlational research design will be applied to investigate the

relationship between the variables using the gathered quantitative data. The study aims

to analyze the level and statistical significance of the degree of association or correlation
28

between the variables, both independent and dependent. (Hassan, 2022). Specifically,

The study will focus on assessing the extent of generational stereotypes and its

perceived impact on the self-esteem of Generation Z young adult workers in Brgy.

Fatima, General Santos City.

Figure 4. Research Design

29

Research Procedures

Figure 5. Procedure Flowchart

Research Respondents

The respondents of this study will be the Young Adults, specifically Generation Z

workers in Barangay Fatima, General Santos City. Using the cluster sampling method

and dividing the several Purok of Barangay Fatima into clusters, a total of 75

respondents will be selected to represent the entire Generation Z worker population in

Barangay Fatima, General Santos City.

30

Instrumentation

In this study, the researcher will utilize the use of a questionnaire. It is commonly

used in quantitative research because it is standardized, highly constructed, and

compatible with the approach. The researchers adapted and modified questionnaires

from Johnston, H. (2023), Addressing Generational Stereotypes in the Workplace, and

Rosenberg, M. (1965). Society, and the adolescent self-image. Princeton, NJ: Princeton

University Press. to develop a questionnaire designed for their research. After obtaining

the necessary approvals, the researcher will distribute the modified questionnaires to

participants and carefully collect them with care for subsequent data analysis, ensuring

the confidentiality of all personal information. To ensure the relevance and suitability of

the questionnaires for both the study and the participants, the researchers proceeded to

make modifications. The researchers arranged the questionnaires into a Likert scale with

a 5-point scale for response options.

To answer problem number 1, the researchers used a frequency count scale to describe

the extent of generational stereotypes.

Scale Description

5 Very often

4 Often

3 Sometimes

2 Rarely

1 Never
31

To answer problem number 2, the researchers used a frequency count scale to describe

the level of impact of Generational Stereotypes toward the self-esteem of Generation Z

Scale Description

5 Strongly agree

4 Agree

3 Neutral

2 Disagree

1 Strongly disagree

To answer problem number 3, the researcher will use Pearson correlation to find out the

significant relationship between the extent of Generational Stereotypes and the level of

perceived impact toward the self-esteem of Generation Z.

Data Analysis

After the Collection of Data the researcher will tally the data collected,The

researcher conducted a comprehensive data analysis to scrutinize key patterns and

trends relevant to the research paper. Employing rigorous statistical methods, relevant

data sets were analyzed to derive meaningful insights. The findings highlight a clear

correlation between variables suggesting a significant relationship. Moreover, the

researcher employed advanced visualization techniques to enhance the presentation of

results, ensuring clarity for the audience. This meticulous data analysis serves as a

robust foundation for drawing informed conclusions and contributing to the overall

research objectives.
32

Data Presentation

The Researcher uses easy-to-read charts and graphs to highlight crucial findings. These

visuals make it simple for everyone to grasp the trends and connections in the data,

ensuring a straightforward communication of the research outcomes.

Statistical Treatment

Once all responses are gathered, the collected data will be organized and

subjected to statistical analysis. Weighted Mean values for each question will be

calculated to represent the overall description for each sub-variable and the general

description for the dependent variable (self-esteem). Similarly, the weighted mean for

generational stereotypes will be calculated using the same process. Finally, Pearson’s

correlation coefficient will be utilized in order to assess the correlation between

generational stereotypes as a whole and self-esteem of Generation Z workers.

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